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Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners.
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- ohne Kopierschutz
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Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners.
Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 340
- Erscheinungstermin: 24. September 2019
- Englisch
- ISBN-13: 9781317536437
- Artikelnr.: 57804900
- Verlag: Taylor & Francis
- Seitenzahl: 340
- Erscheinungstermin: 24. September 2019
- Englisch
- ISBN-13: 9781317536437
- Artikelnr.: 57804900
William Grabe is Emeritus Regents' Professor of Applied Linguistics at Northern Arizona University, USA.
Fredricka L. Stoller is Professor of TESL and Applied Linguistics at Northern Arizona University, USA.
Fredricka L. Stoller is Professor of TESL and Applied Linguistics at Northern Arizona University, USA.
Contents
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex
nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2
reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive
reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional
version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to
reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent
reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading
passages
8.1.5 Discourse organization: Signal words that provide cues to discourse
organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support
strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of
textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic
digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
1. Resources for exploring L2 reading
1. Journals dedicated to reading and related issues
2. Journals that publish studies related to reading and related topics
3. Journals that periodically include articles related to teaching (and
researching) L2 reading
4. Key L1 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
5. Key L2 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
6. Key L1 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
7. Key L2 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
8. Open source journals focused on action research
9. Professional organisations of interest to reading teachers
Glossary X
References X
Subject Index X
Author Index X
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex
nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2
reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive
reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional
version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to
reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent
reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading
passages
8.1.5 Discourse organization: Signal words that provide cues to discourse
organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support
strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of
textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic
digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
1. Resources for exploring L2 reading
1. Journals dedicated to reading and related issues
2. Journals that publish studies related to reading and related topics
3. Journals that periodically include articles related to teaching (and
researching) L2 reading
4. Key L1 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
5. Key L2 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
6. Key L1 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
7. Key L2 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
8. Open source journals focused on action research
9. Professional organisations of interest to reading teachers
Glossary X
References X
Subject Index X
Author Index X
Contents
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading passages
8.1.5 Discourse organization: Signal words that provide cues to discourse organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
Glossary X
References X
Subject Index X
Author Index X
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading passages
8.1.5 Discourse organization: Signal words that provide cues to discourse organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
- Resources for exploring L2 reading
- Journals dedicated to reading and related issues
- Journals that publish studies related to reading and related topics
- Journals that periodically include articles related to teaching (and researching) L2 reading
- Key L1 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002)
- Key L2 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002)
- Key L1 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011)
- Key L2 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011)
- Open source journals focused on action research
- Professional organisations of interest to reading teachers
Glossary X
References X
Subject Index X
Author Index X
Contents
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex
nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2
reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive
reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional
version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to
reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent
reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading
passages
8.1.5 Discourse organization: Signal words that provide cues to discourse
organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support
strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of
textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic
digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
1. Resources for exploring L2 reading
1. Journals dedicated to reading and related issues
2. Journals that publish studies related to reading and related topics
3. Journals that periodically include articles related to teaching (and
researching) L2 reading
4. Key L1 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
5. Key L2 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
6. Key L1 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
7. Key L2 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
8. Open source journals focused on action research
9. Professional organisations of interest to reading teachers
Glossary X
References X
Subject Index X
Author Index X
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex
nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2
reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive
reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional
version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to
reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent
reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading
passages
8.1.5 Discourse organization: Signal words that provide cues to discourse
organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support
strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of
textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic
digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
1. Resources for exploring L2 reading
1. Journals dedicated to reading and related issues
2. Journals that publish studies related to reading and related topics
3. Journals that periodically include articles related to teaching (and
researching) L2 reading
4. Key L1 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
5. Key L2 reading studies described in the 1st edition of Teaching and
Researching Reading (Grabe & Stoller, 2002)
6. Key L1 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
7. Key L2 reading studies described in the 2nd edition of Teaching and
Researching Reading (Grabe & Stoller, 2011)
8. Open source journals focused on action research
9. Professional organisations of interest to reading teachers
Glossary X
References X
Subject Index X
Author Index X
Contents
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading passages
8.1.5 Discourse organization: Signal words that provide cues to discourse organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
Glossary X
References X
Subject Index X
Author Index X
General Editors' Preface ix
Authors' Acknowledgements and Dedication xi
Publisher's Acknowledgements xi
Introduction 1
Section I: Understanding L2 reading X
1 The nature of reading abilities X
1.1 A description of the miracle of reading (part I) X
1.2 An initial definition of reading X
1.3 Purposes for reading
1.4 Defining fluent reading comprehension
1.5 Describing how reading works: Components of reading abilities X
1.6 A description of the miracle of reading (part II)
1.7 Three models and an approach X
1.8 Conclusion
Appendix 1-A Factors to take into account when considering the complex nature of reading
2 Comparing L1 and L2 reading X
2.1 Linguistic and processing differences between L1 and L2 readers X
2.2 Individual and experiential differences between L1 and L2 readers X
2.3 Socio-cultural and institutional differences influencing L1 and L2 reading development
2.4 Similarities between L1 and L2 reading
2.5 Conclusion X
Section II: Exploring research in reading X
3 Key studies in L1 reading X
3.1 Research studies as stories: An extended example X
3.2 Ten more key research studies
3.3 Research on underlying cognitive skills and the impact of extensive reading
3.4 Research on specific component skills in reading comprehension
3.5 Conclusion
Appendix 3-A Visual example of a SEM pathway analysis
4 Key studies in L2 reading X
4.1 Topics to explore in L2 reading research X
4.2 Ten good stories from L2 reading research
4.3 Implications for L2 instruction
4.4 Conclusion
Appendix 4-A Discourse structure graphic organizer (DSGO), complete version
Appendix 4-B Discourse structure graphic organizer (DSGO), instructional version
Section III: L2 reading curricula and instruction X
5 Principles for L2 reading-curriculum design
5.1 Core reading-curriculum principles
5.2 Reading-skills development principles
5.3 Instructional-design principles
5.4 Conclusion
Appendix 5-A Common signals and transition words
Appendix 5-B Common reading strategies
Appendix 5-C Principles that should permeate curricula committed to reading-skills development
6 Teaching L2 reading using evidence-based practices
6.1 Core reading-curriculum principles translated into practice
6.2 Reading-skills development principles translated into practice
6.3 Instructional-design principles translated into practice
6.4 Conclusion
Appendix 6-A Student worksheet: Discourse structure graphic organizers
Appendix 6-B Answer key to DSGO in Appendix 6-A
Appendix 6-C Sample reading guide
Section IV: Investigating reading through action research X
7 Reading teachers as action researchers X
7.1 Teachers investigating their own classrooms: 'How to' guidelines X
7.2 Conclusion X
Appendix 7-A Explicit vocabulary teaching techniques: Sample tally sheet
Appendix 7-B Sample record-keeping sheet to document in-class silent reading time
8 Action research projects: Set I
8.1 Model action research projects
8.1.1 Deliberate practice: Teacher as coach
8.1.2 Motivation: Students' perceptions of themselves as readers
8.1.3 Vocabulary: Students as independent vocabulary collectors
8.1.4 Discourse organization: Discourse structures in textbook reading passages
8.1.5 Discourse organization: Signal words that provide cues to discourse organization
8.1.6 Fluency: Oral paired reading
8.2 Additional questions to guide action research
8.3 Conclusion
Appendix 8-A Examples of discourse structure graphic organizers
Appendix 8-B Sampling of reading fluency activities
9 Action research projects: Set II
9.1 Model action research projects
9.1.1 Strategic-reader training: Teacher think-alouds
9.1.2 Strategic-reader training: Classroom characteristics that support strategic-reader behaviors
9.1.3 Main-idea comprehension: Questioning the Author
9.1.4 Pre-during-post reading lesson framework: During-reading tasks
9.1.5 Pre-during-post reading lesson framework: Teacher supplementation of textbook post-reading questions
9.1.6 Digital literacy: Determination of students' academic digital-literacy needs
9.2 Additional questions to guide action research X
9.3 Conclusion X
Section V: Resources X
- Resources for exploring L2 reading
- Journals dedicated to reading and related issues
- Journals that publish studies related to reading and related topics
- Journals that periodically include articles related to teaching (and researching) L2 reading
- Key L1 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002)
- Key L2 reading studies described in the 1st edition of Teaching and Researching Reading (Grabe & Stoller, 2002)
- Key L1 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011)
- Key L2 reading studies described in the 2nd edition of Teaching and Researching Reading (Grabe & Stoller, 2011)
- Open source journals focused on action research
- Professional organisations of interest to reading teachers
Glossary X
References X
Subject Index X
Author Index X
"This is definitely 'leading edge' in the field of Applied Linguistics and in particular reading instruction in the TESOL field."
Fatima Pirbhai-Illich, University of Regina, USA.
"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts."
Maricel Santos, San Francisco State University, USA
Praise for the previous edition
"An excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two."
Clay Williams, Akita International University, Japan
Fatima Pirbhai-Illich, University of Regina, USA.
"I value the ways this textbook prompts pre-service teachers to think about areas of inquiry in their own teaching contexts."
Maricel Santos, San Francisco State University, USA
Praise for the previous edition
"An excellent introduction to current theory on reading processing with a very welcomed emphasis on pedagogical application. Instead of the typical either-or (theory or practice) dilemma common to texts on reading research, the authors manage to effectively marry the two."
Clay Williams, Akita International University, Japan